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To determine how life satisfaction changes across the first 10 years following traumatic brain injury (TBI). Participants included 1,941 individuals from the TBI Model Systems database with life satisfaction data at 1-, 5-, and 10-years post-TBI. Based on Satisfaction With Life Scale scores, individuals were characterized as having one of the five 10-year life satisfaction trajectories: 'Stable High,' 'Stable Low,' 'Increased to High,' 'Decreased to Low,' and 'Unstable.' These were analyzed for group differences in demographics and psychosocial and functional outcomes. Sixty percent participants had 'Stable High' or 'Increasing to High' trajectories. Approximately 25% had "Stable Low' or 'Decreasing to Low' trajectories, and approximately 15% had unstable trajectories. Higher life satisfaction trajectories were associated with the best psychosocial and functional outcomes whereas lower trajectories were associated with the worst psychosocial and functional outcomes. Trajectories were indistinguishable based on demographics. Life satisfaction over the first 10 years following TBI is dynamic, with most individuals reporting high life satisfaction by 10 years post-TBI. Examination of psychosocial and functional factors related to life satisfaction trajectories may inform community-based intervention recommendations, resources, and supports to maximize long-term satisfaction with life. [ABSTRACT FROM AUTHOR]

Purpose. To characterize societal participation profiles after moderate-severe traumatic brain injury (TBI) along objective (Frequency) and subjective (Satisfaction, Importance, Enfranchisement) dimensions. Materials and Methods. We conducted secondary analyses of a TBI Model Systems sub-study (N = 408). Multiaxial assessment of participation included the Participation Assessment with Recombined Tools-Objective and -Subjective questionnaires (Participation Frequency and Importance/Satisfaction, respectively) and the Enfranchisement Scale. Participants provided responses via telephone interview 1–15 years post-injury. Multidimensional participation profiles (classes) were extracted using latent profile analysis. Results. A 4-class solution was identified as providing maximal statistical separation between profiles and being clinically meaningful based on profile demographic features. One profile group (48.5% of the sample) exhibited the "best" participation profile (High Frequency, Satisfaction, Importance, and Enfranchisement) and was also the most advantaged according to socioeconomic indicators. Other profile groups showed appreciable heterogeneity across participation dimensions. Age, race/ethnicity, education level, ability to drive, and urbanicity were features that varied between profiles. Conclusions. Societal participation is a critical, but inherently complex, TBI outcome that may not be adequately captured by a single index. Our data underscore the importance of a multidimensional approach to participation assessment and interpretation using profiles. The use of participation profiles may promote precision health interventions for community integration. Our study found unidimensional measures of societal participation in traumatic brain injury (TBI) populations that focus exclusively on frequency indicators may be overly simplistic and miss key subjective components of participation Taking a multidimensional perspective, we documented four meaningfully distinct participation subgroups (including both objective and subjective dimensions of societal participation) within the TBI rehabilitation population Multidimensional profiles of participation may be used to group individuals with TBI into target groups for intervention (e.g., deeper goal assessment for individuals who do not rate standard participation activities as important, but also do not participate and do not feel enfranchised). [ABSTRACT FROM AUTHOR]

Objective: To identify demographic, injury-related, and 1-year postinjury clinical and functional predictors of high and low life satisfaction at 10 years after moderate to severe traumatic brain injury (TBI) using an extreme phenotyping approach. Setting: Multicenter longitudinal database study. Participants: A total of 3040 people from the National Institute on Disability, Independent Living, and Rehabilitation Research TBI Model Systems database with life satisfaction data at 10 years post-TBI. Design: Multicenter, cross-sectional, observational design. Main Measures: Satisfaction With Life Scale (outcome), Glasgow Coma Scale, Disability Rating Scale, Functional Independence Measure, Participation Assessment with Recombined Tools-Objective, Patient Health Questionnaire-9, and General Anxiety Disorder-7 (standardized predictors). Results: Greater cognitive and motor independence, more frequent community participation, and less depressive symptoms 1 year post-moderate to severe TBI predicted extreme high life satisfaction 10 years later. Non-Hispanic White and Hispanic individuals were significantly more likely than Black individuals to have extreme high life satisfaction 10 years post-TBI. Conclusions: Extreme phenotyping analysis complements existing knowledge regarding life satisfaction post-moderate to severe TBI. From a chronic disease management perspective, future studies are needed to examine the feasibility and impact of early postinjury medical and rehabilitative interventions targeting cognitive and motor function, community participation, and mood on the maintenance/enhancement of long-term life satisfaction post-TBI. [ABSTRACT FROM AUTHOR]

Purpose: This exploratory study examined the feasibility of homeless parents' participation in an intervention to increase use of facilitating language strategies during interactions with their preschool children while residing in family homeless shelters. This study also examined the intervention's impact on the parents' use of facilitating language strategies, regardless of parent performance on a single-word receptive vocabulary test. Method: Using a prospective, pretest/posttest comparison group design, 12 parents were randomly assigned to a 4-session experimental group training emphasizing use of facilitating language utterances with children following vocabulary testing. Four parents were randomly assigned to a control group intervention. Results: It was feasible for parents to participate in the intervention. Before the intervention, individual experimental group parents with poor test performance demonstrated relatively high use of facilitating language utterances. After the intervention, the experimental group increased use of facilitating language utterances during interactions with their children. Conclusions: This exploratory study provides initial evidence that it is feasible for parents to participate in, and benefit from, a brief language-based group intervention while residing in family homeless shelters. Further study of language-based interventions for these at-risk families and of the possible impact of parent language functioning on intervention benefit is needed. (Contains 3 tables.)

Purpose: The primary purpose of this exploratory study was to examine the influence of context on interaction patterns used by mothers who are homeless with their preschool children during book-reading and game-playing activities. The impact of mothers' previously determined language functioning on their contextual use of facilitating language utterances was also examined. Method: Using a prospective, nonrandomized, comparison group design, mothers read a book and played a game with their preschool children. Facilitating language utterances produced by the mothers in 16 mother-child dyads during each activity were analyzed. Results: Regardless of their language functioning, no significant contextual differences in percentage use of facilitating language utterances were found across mothers. Overall maternal use of facilitating utterances was less than 50%. Across both contexts, mothers used few different types of facilitating language utterances. Conclusions: This exploratory study provides initial evidence of overall consistency of facilitating language utterance use by mothers who are homeless during interactions with their preschool children across contexts, regardless of maternal language functioning. This study provides an initial framework for future research investigating the interactions of families who are homeless and discusses possible language interventions for these at-risk families.

Dialogic reading (DR) is a set of book-sharing strategies that caregivers can use with preliterate children. The strategies involve actively engaging young children and encouraging them to verbalize during shared book reading. There is a substantial research base that describes the benefits of using DR strategies with toddlers and preschool-age children to develop language skills. Recently, a videotaped program, called "Read Together, Talk Together" (RTTT; Pearson Early Learning, 2002) was published. This instructional video teaches adults to use DR strategies with young children. Our research team has begun to examine the acceptability and potential benefits of showing this videotape to caregivers during routine visits to community health centers. The purposes of this brief article are to (a) describe DR strategies and review the DR literature, (b) inform school psychologists about the RTTT video, (c) describe initial pilot data supporting the acceptability of the video to parents and health care staff, and (d) discuss ways school psychologists can incorporate knowledge of DR into their practice. (Contains 1 table and 1 footnote.)

Objective: To identify early predictors of US high school and college graduation after moderate-to-severe traumatic brain injury (TBI). Setting: Inpatient rehabilitation and community. Participants: TBI Model Systems participants, aged 16 to 24 years, enrolled as high school or college students at time of injury. Design: Prospective cohort study. Main Measures: Successful graduation was defined as having a diploma (high school) or an associate/bachelor's degree (college) at 1-, 2-, or 5-year follow-up. Predictors were sex, race/ethnicity, urbanicity, preinjury substance abuse, primary rehabilitation payer, and functional independence at inpatient rehabilitation discharge. Method: We descriptively characterized differences between those who did and did not graduate high school and college within the first 5 years postinjury and identified early predictors of successful high school and college graduation using 2 binomial logistic regressions. Results: Of those with known graduation status, 81.2% of high school and 41.8% of college students successfully graduated. Graduates in both groups were more often White than Black and had more functional independence at discharge. Among high school students, preinjury substance abuse was also a risk factor for not graduating, as was identifying as Hispanic or "other" race. Conclusions: Sociodemographic factors and disability influence graduation outcomes, requiring structural, institutional, and personal interventions for success. [ABSTRACT FROM AUTHOR]

Keywords: health literacy, language literacy, education, intervention, low socioeconomic status (SES), asthma, parents Given the relation between language and health literacy, designing educational interventions to improve health and health literacy [...]